Special Effects in Film and Television Unit 3 Story 5

backgroundlandscapeminiature prehistoric reassembled Teacher Slide 1:

backgroundlandscapeminiature prehistoric reassembled

Teacher Slide 2 I’m going to read this word one “bite” at a time. … Read the word with me. Lets look at a few more.

respirator

inhabit foreground reality prototype lighting

inhabit foreground reality prototype lighting inhabit foreground reality prototype lighting inhabit foreground reality prototype lighting inhabit foreground reality prototype lighting inhabit foreground reality prototype lighting inhabit foreground reality prototype lighting Note: I will copy these and cut them apart so students will have a copy to read from

Teacher Slide 3: Now let’s read these words in sentences. Use the same strategy we practiced if you come across a word you don’t know. Fluency Notes: Touch on phrasing and punctuation if needed.

1.Mountain lions inhabit this area. 2.In the foreground you see an iguana. 3.There is a difference between reality and fantasy. 4.The movie makers create a detailed prototype model. 5.The lighting must be accurate in order to provide texture and shadow. 1.Mountain lions inhabit this area. 2.In the foreground you see an iguana. 3.There is a difference between reality and fantasy. 4.The movie makers create a detailed prototype model. 5.The lighting must be accurate in order to provide texture and shadow. Note: I will copy these and cut them apart so students will have a copy to read from.

Teacher Slide – Special Effects- pages Before Reading We’ve seen lots of movies with special effects. Today we are going to read about how they create a miniature scene. Did you know this was a special effect that movie makers use?. Take a picture walk. Discuss children’s observations. *page What do the two halves of the picture on page 368 reveal? What do you think might be under the skin of the creature in picture of page 369? *page Why are the pictures on pages numbered? During Reading… 1. Partner discuss main idea- use page 370

Comprehension Discuss what concept models are. Discuss what prototype models are. Discuss the similarities and differences of these models. Then… Using pages Give each partnership a number 3, 4, 5, 6, or 7. They Read their section and discuss what the main idea is of this section. They will write the main idea on a card and share with the group. We’ll then discuss the importance of sequence.

Concept Models vs. Prototype Models

Have students take turns telling the process of creating a miniature scene based on what they remember from yesterday’s reading. Author’s Purpose

The Author’s Purpose is… To explain___________ To inform___________ To show____________